Exploring Vietnamese Non-English-Majored Freshmen's English-Speaking Anxiety at a Public University in Vietnam

Abstract

The study investigates Vietnamese non-English-majored freshmen's speaking anxiety. 297 non-English-majored freshmen enrolled at a public university in Vietnam answered the Questionnaire of Speaking Anxiety. The results show that participants had a moderate level of English-speaking anxiety, with female students having a higher level of speaking anxiety than male students. To provide insights into sources of speaking anxiety, anxiety-provoking situations and strategies that students use to cope with speaking anxiety, follow-up qualitative data was collected. 24 students from the pool of participants were conveniently recruited and randomly assigned to five focus groups, who answered the semi-structured interview questions. The findings show that students experience a higher level of speaking anxiety when they are called to answer questions by their teacher in class and during a speaking test, and to make an oral presentation than when they perform a role-play in front of the class and work in groups. Besides, students attributed their speaking anxiety to their English-speaking abilities, the nature of teachers' questions, fear of losing face and being judged, and fear of receiving low scores. To cope with speaking anxiety, students reported using social and cognitive strategies. The study provides helpful information for English lecturers to understand the nature of students' speaking anxiety and help students tackle speaking anxiety.

Students' Perceptions on Positive Psychology in English Learning at Thanh Dong University

“…Furthermore, PP interventions can play a pivotal role in alleviating language learning anxiety and boosting students' confidence. Language learning anxiety, a common barrier to effective language acquisition, can hinder communication and engagement (Ha & Huong, 2023;Khanh & Ngoc, 2022;Thang et al, 2022). Integrating positive psychology strategies, as highlighted by Fang & Tang (2021), can mitigate anxiety, fostering a more conducive environment for risk-taking and experimentation in using the English language.…”

“…In the context of English language education at universities in Vietnam, there is a pressing need to address the multifaceted challenges that students often encounter during their language learning journey. These challenges encompass not only linguistic aspects but also psychological and emotional dimensions that can significantly impact students' motivation, engagement, and overall success in learning English (Hoa, 2015;Ha & Huong, 2023;Khanh & Ngoc, 2022;Phuong & Yasri, 2023;Anh et al, 2022;Thang, 2022). One of the key challenges is the prevalence of language learning anxiety, manifested as feelings of apprehension, nervousness, and lack of confidence when using English in various contexts (Thang, 2022;Thang et al 2022).…”